P1 Chapter 9 :: Trigonometric Ratios

P1 Chapter 9 :: Trigonometric Ratios
Last modified: 18th August 2017

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Chapter Overview There is technically no new content in this chapter since GCSE. However, the problems might be more involved than at GCSE level. 1:: Sine/Cosine Rule 2:: Areas of Triangles 𝑥 5 In Δ𝐴𝐵𝐶, 𝐴𝐵=5, 𝐵𝐶=6 and ∠𝐴𝐵𝐶=𝑥. Given that the area of ∠𝐴𝐵𝐶 is 12cm2 and that 𝐴𝐶 is the longest side, find the value of 𝑥. Determine 𝑥. 60° 𝑥+2 3:: Graphs of Sine/Cosine/Tangent Sketch 𝑦= sin 2𝑥 for 0≤𝑥≤360°

RECAP :: Right-Angled Trigonometry
You are probably familiar with the formula: sin 𝜃 = 𝑜𝑝𝑝 ℎ𝑦𝑝 But what is the conceptual definition of 𝑠𝑖𝑛 ? sin is a function which inputs an angle and gives the ratio between the opposite and hypotenuse. hyp opp ? 𝜃 Remember that a ratio just means the ‘relative size’ between quantities (in this case lengths). For this reason, sin/cos/tan are known as “trigonometric ratios”. adj Fro Tip: You can swap the thing you’re dividing by and the result. e.g =4 → 8 4 =2. I call this the ‘swapsie trick’. Find 𝑥. 4 sin 20 = 4 𝑥 𝑥= 4 sin =11.7 (3𝑠𝑓) ? 20° 𝑥 Froflections: You may have been taught “use 𝑡𝑎 𝑛 −1 whenever you’re finding an angle”, and therefore write the second line directly. This is fine, but I prefer to always write the first line, then see the problem as a ‘changing the subject’ one. We need to remove the tan on front of the 𝜃, so apply 𝑡𝑎 𝑛 −1 to each side of the equation to ‘cancel out’ the tan on the LHS. 5 Find 𝜃. tan 𝜃 = 5 3 𝜃= tan − =59.0° 3 ? 𝜃

Just for your interest…
Have you ever wondered why “cosine” contains the word “sine”? 𝑎 𝑎 𝑏 𝑏 𝑎 𝑏 Supplementary Angles add to 180° Complementary Angles add to 90° Therefore these angles are complementary. i.e. The cosine of an angle is the sine of the complementary angle. Hence cosine = COMPLEMENTARY SINE ? cos 50 = 𝒙 𝒛 𝑧 50° 𝑥 sin 40 = 𝒙 𝒛 ? 40° ME-WOW! 𝑦 ∴ 𝐜𝐨𝐬 𝟓𝟎 = 𝐬𝐢𝐧 𝟒𝟎

OVERVIEW: Finding missing sides and angles
When triangles are not right-angled, we can no longer use simple trigonometric ratios, and must use the cosine and sine rules. You have You want Use #1: Two angle-side opposite pairs Missing angle or side in one pair Sine rule #2 Two sides known and a missing side opposite a known angle Remaining side Cosine rule #3 All three sides An angle #4 Two sides known and a missing side not opposite known angle Sine rule twice ? ? ? ?

Cosine Rule How are sides labelled ? Calculation? Cosine Rule: 15
We use the cosine rule whenever we have three sides (and an angle) involved. Proof at end of PowerPoint. 𝑎 𝐴 𝑏 𝑐 Cosine Rule: 𝑎 2 = 𝑏 2 + 𝑐 2 −2𝑏𝑐 cos 𝐴 15 The only angle in formula is 𝐴, so label angle in diagram 𝐴, label opposite side 𝑎, and so on (𝑏 and 𝑐 can go either way). 𝑥 2 = − 2×15×12× cos 𝑥 2 = … 𝑥=22.83 How are sides labelled ? 115° 𝑥 Calculation? 12

Dealing with Missing Angles
You have You want Use All three sides An angle Cosine rule 𝒂 𝟐 = 𝒃 𝟐 + 𝒄 𝟐 −𝟐𝒃𝒄 𝐜𝐨𝐬 𝑨 7 Fro Tip: The brackets are not needed, but students who forget about BIDMAS see 4 2 = −2×7×9 cos 𝛼 and hence incorrectly simplify to 16=4 cos 𝛼 𝛼 4 Label sides then substitute into formula. ? 9 𝟒 𝟐 = 𝟕 𝟐 + 𝟗 𝟐 − 𝟐×𝟕×𝟗× 𝐜𝐨𝐬 𝜶 𝟏𝟔=𝟏𝟑𝟎−𝟏𝟐𝟔 𝐜𝐨𝐬 𝜶 𝟏𝟐𝟔 𝐜𝐨𝐬 𝜶 =𝟏𝟑𝟎−𝟏𝟔 𝐜𝐨𝐬 𝜶 = 𝟏𝟏𝟒 𝟏𝟐𝟔 𝜶= 𝐜𝐨𝐬 −𝟏 𝟏𝟏𝟒 𝟏𝟐𝟔 =𝟐𝟓.𝟐° ? Simplify each bit of formula. ? Rearrange (I use ‘subtraction swapsie trick’ to swap thing you’re subtracting and result) ? Textbook Note: The textbook presents the rearrangement of the cosine rule: cos 𝐴 = 𝑏 2 + 𝑐 2 − 𝑎 2 2𝑏𝑐 to find missing angles. I’d personally advise against using this as: (a) It’s another formula to remember. (b) Anything that gives you less practice of manipulating/rearranging equations is probably a bad thing. (c) You won’t get to use the swapsie trick. 

Harder Ones ? ? Determine the value of 𝑥.
2𝑥−1 2 = 𝑥 2 + 𝑥+8 2 −2𝑥 𝑥+8 cos 60° 4 𝑥 2 −4𝑥+1= 𝑥 2 + 𝑥 2 +16𝑥+64− 𝑥 2 −8𝑥 3 𝑥 2 −12𝑥−63=0 𝑥 2 −4𝑥−21=0 𝑥+3 𝑥−7 =0 ∴𝑥=7 ? 𝑥 2𝑥−1 60° 𝑥+8 [From textbook] Coastguard station 𝐵 is 8 km, on a bearing of 060°, from coastguard station 𝐴. A ship 𝐶 is 4.8 km on a bearing of 018°, away from 𝐴. Calculate how far 𝐶 is from 𝐵. ? 𝑁 𝐶 𝑎 𝑘𝑚 𝐵 𝒂 𝟐 = 𝟒.𝟖 𝟐 + 𝟖 𝟐 − 𝟐×𝟒.𝟖×𝟖× 𝐜𝐨𝐬 𝟒𝟐° 𝒂=𝟓.𝟒𝟕 (𝟑𝒔𝒇) 𝑪 is 5.47 km from coastguard station 𝑩. 4.8𝑘𝑚 18° 60° 8 𝑘𝑚 𝐴

Test Your Understanding
1 𝑥 3 2𝑥−3 5 70° 2𝑥−2 6 3 60° 2 𝑥 𝑥=6.36° ? 𝜃 8 𝑥=5 ? 10 𝜃=124.2° ? Fro Note: You will get an obtuse angle whenever you inverse cos a negative value.

Exercise 9A ? Pearson Pure Mathematics Year 1/AS Pages 177-179 2
[STEP I 2007 Q5] Note: a regular octahedron is a polyhedron with eight faces each of which is an equilateral triangle. Show that the angle between any two faces of a regular octahedron is arccos − 1 3 Find the ratio of the volume of a regular octahedron to the volume of the cube whose vertices are the centres of the faces of the octahedron. Solutions for Q2 on next slide. Extension [STEP I 2009 Q4i] The sides of a triangle have lengths 𝑝−𝑞, 𝑝 and 𝑝+𝑞, where 𝑝>𝑞>0. The largest and smallest angles of the triangle are 𝛼 and 𝛽 respectively. Show by means of the cosine rule that 4 1− cos 𝛼 1− cos 𝛽 = cos 𝛼+ cos 𝛽 Note that the longest side of a triangle is opposite the largest angle, and the shortest opposite the smallest angle. Thus: 2 1 ? 𝑝 𝛼 𝑝−𝑞 𝛽 𝑝+𝑞 𝒑−𝒒 𝟐 = 𝒑 𝟐 + 𝒑+𝒒 𝟐 −𝟐𝒑 𝒑+𝒒 𝐜𝐨𝐬 𝜷 𝒑+𝒒 𝟐 = 𝒑 𝟐 + 𝒑−𝒒 𝟐 −𝟐𝒑 𝒑−𝒒 𝐜𝐨𝐬 𝜶 We can manipulate and combine these two equations to get the desired equation above.

Solutions to Extension Question 2
[STEP I 2007 Q5] Note: a regular octahedron is a polyhedron with eight faces each of which is an equilateral triangle. Show that the angle between any two faces of a regular octahedron is arccos − 1 3 Find the ratio of the volume of a regular octahedron to the volume of the cube whose vertices are the centres of the faces of the octahedron. (Official solutions) Big, clear diagram essential! Let the side length of the octahedron be 2𝑘. Then sloping “height” of a triangular face is 𝑘 3 . Also, the vertical height of the whole octahedron is 2𝑘 2 . Therefore, by the cosine rule, 8 𝑘 2 =3 𝑘 2 +3 𝑘 2 −2 𝑘 3 𝑘 3 cos 𝐴 Hence 𝐴=𝑎𝑟𝑐𝑜𝑠 − 2 𝑘 2 6 𝑘 2 = arccos − 1 3 The centre of each face is on any median of the equilateral triangle that is the face, and the centre is two-thirds of the way along the median from any vertex. This is a quotable fact, but can be worked out from a diagram, using the fact that the centre of an equilateral triangle is equidistant from the three vertices: the centre divides the median in the ratio 1: cos 60° . The feet of the two medians from the apex of the octahedron in two adjacent triangles are 𝑘 2 apart. Therefore, by similarity, adjacent centres of the triangular faces are 2 3 ×𝑘 2 apart. Therefore, the volume of the cube (whose vertices are the centres of the faces) is ×𝑘 = 16 𝑘 and the volume of the octahedron is 2× 4 𝑘 2 ×𝑘 = 8 𝑘 Hence the ratio of the volume of the octahedron to the volume of the cube is 9:2. ? ?

The Sine Rule 5.02 10 9.10 ! Sine Rule: 𝑎 sin 𝐴 = 𝑏 sin 𝐵 = 𝑐 sin 𝐶 ?
c C b B a A For this triangle, try calculating each side divided by the sin of its opposite angle. What do you notice in all three cases? 65° 5.02 10 85° ! Sine Rule: 𝑎 sin 𝐴 = 𝑏 sin 𝐵 = 𝑐 sin 𝐶 ? 30° 9.10 You have You want Use #1: Two angle-side opposite pairs Missing angle or side in one pair Sine rule

Examples 8 Q2 Q1 8 50° 85° 100° 15.76 ? 45° 30° 11.27 ? 𝒙 𝐬𝐢𝐧 𝟖𝟓 = 𝟖 𝐬𝐢𝐧 𝟒𝟓 𝒙= 𝟖 𝐬𝐢𝐧 𝟖𝟓 𝐬𝐢𝐧 𝟒𝟓 =𝟏𝟏.𝟐𝟕 𝒙 𝐬𝐢𝐧 𝟏𝟎𝟎 = 𝟖 𝐬𝐢𝐧 𝟑𝟎 𝒙= 𝟖 𝐬𝐢𝐧 𝟏𝟎𝟎 𝐬𝐢𝐧 𝟑𝟎 =𝟏𝟓.𝟕𝟔 You have You want Use #1: Two angle-side opposite pairs Missing angle or side in one pair Sine rule

Examples When you have a missing angle, it’s better to reciprocate to get: 𝐬𝐢𝐧 𝑨 𝒂 = 𝐬𝐢𝐧 𝑩 𝒃 i.e. in general put the missing value in the numerator. 5 Q3 Q4 8 126° 85° 40.33° ? 10 ? 56.11° 6 sin 𝜃 5 = sin sin 𝜃 = 5 sin 𝜃= sin − sin =56.11° sin 𝜃 8 = sin 126° sin 𝜃 = 8 sin 𝜃= sin − sin =40.33°

Exercise 9B ? Pearson Pure Mathematics Year 1/AS Pages 181-183
Extension [MAT E] The circle in the diagram has centre 𝐶. Three angles 𝛼, 𝛽, 𝛾 are also indicated. The angles 𝛼, 𝛽, 𝛾 are related by the equation: 𝑐𝑜𝑠 𝛼=𝑠𝑖𝑛(𝛽+𝛾) 𝑠𝑖𝑛 𝛽=𝑠𝑖𝑛 𝛼 𝑠𝑖𝑛 𝛾 𝑠𝑖𝑛 𝛽 1−𝑐𝑜𝑠 𝛼 =𝑠𝑖𝑛 𝛾 𝑠𝑖𝑛 𝛼+𝛽 =𝑐𝑜𝑠 𝛾 𝑠𝑖𝑛 𝛼 ? If we draw a vertical line down from 𝑪, we have two triangles with a common length. This common lengths allows us to relate the two triangles. Let the radius be 1. 1 1 𝑥 1 Using bottom triangle: 𝟏=𝒙 𝐬𝐢𝐧 𝜶 → 𝒙= 𝟏 𝐬𝐢𝐧 𝜶 Using sine rule on top: 𝒙 𝐬𝐢𝐧 𝜸 = 𝟏 𝐬𝐢𝐧 𝜷 Substituting in 𝒙 from the first equation, and rearranging, we obtain (B).

The ‘Ambiguous Case’ 𝐴 Suppose you are told that 𝐴𝐵=4, 𝐴𝐶=3 and ∠𝐴𝐵𝐶=44°. What are the possible values of ∠𝐴𝐶𝐵? 𝐶 is somewhere on the horizontal line. There’s two ways in which the length could be 3. Using the sine rule: 4 3 3 𝐬𝐢𝐧 𝑪 𝟒 = 𝐬𝐢𝐧 𝟒𝟒 𝟑 𝑪= 𝐬𝐢𝐧 −𝟏 ( 𝟎.𝟗𝟐𝟔𝟐) 44° Your calculator will give the acute angle of 67.9° (i.e. 𝐶 2 ). But if we look at a graph of sin, we can see there’s actually a second value for sin − , corresponding to angle 𝐶 1 . 𝐵 𝐶 1 𝐶 2 0.9262 ! The sine rule produces two possible solutions for a missing angle: sin 𝜃 =sin⁡(180°−𝜃) Whether we use the acute or obtuse angle depends on context. 67.9° 112.1° 180°

Given that the angle 𝜃 is obtuse, determine 𝜃 and hence determine the length of 𝑥. 10 5 ? 𝜃 20° sin 𝜃 10 = sin 20° sin − sin 20° 5 = ° ∴𝜃=180°− °= ° The other angle is: 180°− °−20°= ° Using sine rule again: 𝑥 sin ° = 5 sin 20° 𝑥=5.75 (3𝑠𝑓) 𝑥

Exercise 9C Pearson Pure Mathematics Year 1/AS Pages

where 𝐶 is the angle between two sides 𝑎 and 𝑏.
Area of Non Right-Angled Triangles 3cm Area = 0.5 x 3 x 7 x sin(59) = 9.00cm2 ? 59° 7cm ! Area = 1 2 𝑎 𝑏 sin 𝐶 where 𝐶 is the angle between two sides 𝑎 and 𝑏. Fro Tip: You shouldn’t have to label sides/angles before using the formula. Just remember that the angle is between the two sides.

The area of this triangle is 10. Determine 𝑥. 𝑥 ? 1 2 𝑥 𝑥+3 sin 30° = 𝑥 𝑥+3 =10 𝑥 𝑥+3 =40 𝑥 2 +3𝑥−40=0 𝑥+8 𝑥−5 =0 As 𝑥>0, 𝑥=5 30° 𝑥+3 5 The area of this triangle is also 10. If 𝜃 is obtuse, determine 𝜃. 6 𝜃 ? 1 2 ×5×6× sin 𝜃 =10 sin 𝜃 = 𝜃=180°−41.8°=138.2°

Exercise 9D Pearson Pure Mathematics Year 1/AS Pages

Sin or cosine rule? Sine Cosine Sine Cosine Sine Cosine Sine Cosine 3
Recall that whenever we have two “side-angle pairs” involved, use sine rule. If there’s 3 sides involved, we can use cosine rule. Sine rule is generally easier to use than cosine rule. Sine Cosine 3 𝑥 3 100° 40° 𝑎 5 Sine Cosine 5 3 3 𝑥 40° 2 𝑎 45° 5 Sine Cosine Sine Cosine

Using sine rule twice ? 4 32° 3 𝑥
You have You want Use #4 Two sides known and a missing side not opposite known angle Remaining side Sine rule twice Given there is just one angle involved, you might attempt to use the cosine rule: 𝟑 𝟐 = 𝒙 𝟐 + 𝟒 𝟐 − 𝟐×𝒙×𝟒× 𝐜𝐨𝐬 𝟑𝟐 𝟗= 𝒙 𝟐 +𝟏𝟔−𝟖𝒙 𝐜𝐨𝐬 𝟑𝟐 4 ? 32° 3 𝑥 This is a quadratic equation! It’s possible to solve this using the quadratic formula (using 𝒂=𝟏, 𝒃=−𝟖 𝐜𝐨𝐬 𝟑𝟐 , 𝒄=𝟕). However, this is a bit fiddly and not the primary method expected in the exam…

! Using sine rule twice ? ? ? 4 32° 3 𝑥
You have You want Use #4 Two sides known and a missing side not opposite known angle Remaining side Sine rule twice ! 2: Which means we would then know this angle. 4 𝟏𝟖𝟎−𝟑𝟐−𝟒𝟒.𝟗𝟓𝟓𝟔=𝟏𝟎𝟑.𝟎𝟒𝟒𝟒 ? 1: We could use the sine rule to find this angle. 32° 3 3: Using the sine rule a second time allows us to find 𝑥 ? sin 𝐴 4 = sin 32 3 𝐴= ° 𝑥 𝑥 sin = 3 sin 32 𝑥=5.52 𝑡𝑜 3𝑠𝑓 ?

9 ? 𝑦=6.97 𝑦 61° 10 4 3 53° ? 𝐴𝑟𝑒𝑎=6.00

Problem Solving With Sine/Cosine Rule
[From Textbook] The diagram shows the locations of four mobile phone masts in a field, 𝐵𝐶=75 𝑚. 𝐶𝐷=80𝑚, angle 𝐵𝐶𝐷=55° and angle 𝐴𝐷𝐶=140°. In order that the masts do not interfere with each other, they must be at least 70m apart. Given that 𝐴 is the minimum distance from 𝐷, find: The distance 𝐴 is from 𝐵 The angle 𝐵𝐴𝐷 The area enclosed by the four masts. 𝐵 a Using triangle 𝐵𝐶𝐷: 𝐵 𝐷 2 = −2×75×80× cos 55° 𝐵𝐷=71.708… Then use sine rule to find ∠𝐵𝐷𝐶: sin ∠𝐵𝐷𝐶 75 = sin → ∠𝐵𝐷𝐶=58.954 ∴∠𝐵𝐷𝐴=81.045… We can then use cosine rule on Δ𝐴𝐵𝐷: 𝐴 𝐵 2 = −2×70×71.708×cos 𝐴𝐵=92.1 𝑚 3𝑠𝑓 Using sine rule on Δ𝐴𝐵𝐷, ∠𝐵𝐴𝐷=50.3° (3𝑠𝑓) By adding areas of Δ𝐴𝐵𝐷 and Δ𝐵𝐷𝐶: 𝐴𝑟𝑒𝑎 𝐴𝐵𝐶𝐷=4940 𝑚 2 (3𝑠𝑓) ? 75 𝑚 55° 𝐴 𝐶 140° 80 𝑚 70 𝑚 𝐷 b ? c ?

Exercise 9E Pearson Pure Mathematics Year 1/AS Pages 189-191 1 2
[AEA 2009 Q5a] The sides of the triangle 𝐴𝐵𝐶 have lengths 𝐵𝐶=𝑎, 𝐴𝐶=𝑏 and 𝐴𝐵=𝑐, where 𝑎<𝑏<𝑐. The sizes of the angles 𝐴, 𝐵 and 𝐶 form an arithmetic sequence. Show that the area of triangle 𝐴𝐵𝐶 is 𝑎𝑐 Given that 𝑎=2 and sin 𝐴 = , find (ii) the value of 𝑏, (iii) the value of 𝑐. 2 [STEP I 2006 Q8] Note that the volume of a tetrahedron is equal to ×𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒×ℎ𝑒𝑖𝑔ℎ𝑡 The points 𝑂, 𝐴, 𝐵, 𝐶 have coordinates 0,0,0 , 𝑎,0,0 , 0,𝑏,0 and (0,0,𝑐) respectively, where 𝑎,𝑏,𝑐 are positive. Find, in terms of 𝑎,𝑏,𝑐 the volume of the tetrahedron 𝑂𝐴𝐵𝐶. Let angle 𝐴𝐶𝐵=𝜃. Show that cos 𝜃= 𝑐 𝑎 2 + 𝑐 2 𝑏 2 + 𝑐 and find, in terms of 𝑎,𝑏 and 𝑐, the area of triangle 𝐴𝐵𝐶. Hence show that 𝑑, the perpendicular distance of the origin from the triangle 𝐴𝐵𝐶, satisfies 1 𝑑 2 = 1 𝑎 𝑏 𝑐 2 Solutions to extension problems on next slides.

Solution to Extension Problem 1
[AEA 2009 Q5a] The sides of the triangle 𝐴𝐵𝐶 have lengths 𝐵𝐶=𝑎, 𝐴𝐶=𝑏 and 𝐴𝐵=𝑐, where 𝑎<𝑏<𝑐. The sizes of the angles 𝐴, 𝐵 and 𝐶 form an arithmetic sequence. Show that the area of triangle 𝐴𝐵𝐶 is 𝑎𝑐 Given that 𝑎=2 and sin 𝐴 = , find (ii) the value of 𝑏, (iii) the value of 𝑐.

Solution to Extension Problem 2
[STEP I 2006 Q8] Note that the volume of a tetrahedron is equal to 1 3 ×𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒×ℎ𝑒𝑖𝑔ℎ𝑡 The points 𝑂, 𝐴, 𝐵, 𝐶 have coordinates 0,0,0 , 𝑎,0,0 , 0,𝑏,0 and (0,0,𝑐) respectively, where 𝑎,𝑏,𝑐 are positive. Find, in terms of 𝑎,𝑏,𝑐 the volume of the tetrahedron 𝑂𝐴𝐵𝐶. Let angle 𝐴𝐶𝐵=𝜃. Show that cos 𝜃= 𝑐 𝑎 2 + 𝑐 2 𝑏 2 + 𝑐 and find, in terms of 𝑎,𝑏 and 𝑐, the area of triangle 𝐴𝐵𝐶. Hence show that 𝑑, the perpendicular distance of the origin from the triangle 𝐴𝐵𝐶, satisfies 1 𝑑 2 = 1 𝑎 𝑏 𝑐 2 This is FM content, but see a few lines below.

Sin Graph ? What does it look like? Key Features: Repeats every 360°.
Range: −1< sin 𝑥 <1 -360 -270 -180 -90 90 180 270 360

Sin Graph ? ? ? sin(150) = 0.5 sin(-30) = -0.5 sin(210) = -0.5
What do the following graphs look like? -360 -270 -180 -90 90 180 270 360 Suppose we know that sin(30) = 0.5. By thinking about symmetry in the graph, how could we work out: sin(150) = 0.5 ? sin(-30) = -0.5 ? sin(210) = -0.5 ?

Cos Graph ? What do the following graphs look like? Key Features:
Repeats every 360°. Range: −1< sin 𝑥 <1 -360 -270 -180 -90 90 180 270 360

Cos Graph ? ? ? cos(120) = -0.5 cos(-60) = 0.5 cos(240) = -0.5
What does it look like? -360 -270 -180 -90 90 180 270 360 Suppose we know that cos(60) = 0.5. By thinking about symmetry in the graph, how could we work out: cos(120) = -0.5 ? cos(-60) = 0.5 ? cos(240) = -0.5 ?

Tan Graph ? What does it look like? -360 -270 -180 -90 90 180 270 360
Key Features: Repeats every 𝟏𝟖𝟎°. Roots: 0,180°,−180°, … Range: tan 𝑥 ∈ℝ (i.e. no min/max value!) Asymptotes: 𝑥=±90°, ±270°,…

Tan Graph ? ? tan −30° =− 1 3 tan 150° =− 1 3 What does it look like?
-360 -270 -180 -90 90 180 270 360 Suppose we know that tan 30° = By thinking about symmetry in the graph, how could we work out: tan −30° =− 1 3 ? tan 150° =− 1 3 ?

Transforming Trigonometric Graphs
There is no new theory here: just use your knowledge of transforming graphs, i.e. whether the transformation occurs ‘inside’ the function (i.e. input modified) or ‘outside’ the function (i.e. output modified). Sketch 𝑦=4 sin 𝑥 , 0≤𝑥≤360° Sketch 𝑦= cos 𝑥+45° , 0≤𝑥≤360° ? ? 𝑦 𝑦 ×4 45° 4 1 𝑥 𝑥 90° 180° 270° 360° −90° 90° 180° 270° 360° −4 −1

Transforming Trigonometric Graphs
Sketch 𝑦=− tan 𝑥 , 0≤𝑥≤360° Sketch 𝑦= sin 𝑥 2 , 0≤𝑥≤360° ? ? ×(−1) 𝑦 ×2 𝑦 1 𝑥 90° 180° 270° 360° 𝑥 90° 180° 270° 360° −1

Exercise 9F/9G ? ? ? Pearson Pure Mathematics Year 1/AS
Pages 194, Extension [MAT B] The graph of 𝑦= sin 𝑥 is reflected first in the line 𝑥=𝜋 and then in the line 𝑦=2. The resulting graph has equation: 𝑦= cos 𝑥 𝑦=2+ sin 𝑥 𝑦=4+ sin 𝑥 𝑦=2− cos 𝑥 Solution: C 1 3 [MAT G] On which of the axes is a sketch of the graph 𝑦= 2 −𝑥 sin 2 𝑥 2 ? [MAT D] What fraction of the interval 0≤𝑥≤360° is one (or both) of the inequalities: sin 𝑥 ≥ 1 2 , sin 2𝑥 ≥ 1 2 true? Solution: 𝟏𝟑 𝟐𝟒 (this is clear if you draw the graphs 𝒚= 𝐬𝐢𝐧 𝒙 and 𝒚= 𝐬𝐢𝐧 𝟐𝒙 on the same axes) 2 𝟐 −𝒙 and 𝒔 𝒊𝒏 𝟐 are always positive eliminating (b). When 𝒙=𝟎, 𝒚=𝟎 eliminating (d). Multiplying by 𝟐 −𝒙 causes the amplitude of the peaks to go down as 𝒙 increases. The 𝒙 𝟐 increases more rapidly as 𝒙 increases, hence reducing the wavelength (i.e. distance between peaks). The answer is therefore (a). ? ?

APPENDIX :: Proof of Cosine Rule
We want to use Pythagoras, so split 𝑐 into two so that we get two right-angled triangles. 𝑏 𝑎 ℎ 𝐴 𝑥 𝑐−𝑥 By Pythagoras: ℎ 2 + 𝑥 2 = 𝑏 2 and ℎ 2 + 𝑐−𝑥 2 = 𝑎 2 Subtracting to eliminate ℎ: 𝑥 2 − 𝑐−𝑥 2 = 𝑏 2 − 𝑎 2 𝑎 2 = 𝑏 2 + 𝑐 2 −2𝑐𝑥 But 𝑥=𝑏 cos 𝐴 ∴ 𝑎 2 = 𝑏 2 + 𝑐 2 −2𝑏𝑐 cos 𝐴

APPENDIX :: Proof of Sine Rule
𝐶 The idea is that we can use the common length of Δ𝐴𝐶𝑋 and ∠𝑋𝐵𝐶, i.e. ℎ, to connect the two triangles, and therefore connect their angles/length. 𝑏 𝑎 ℎ 𝐴 𝐵 𝑋 𝑐 Using basic trigonometry: ℎ=𝑎 sin 𝐵 and ℎ=𝑏 sin 𝐴 ∴𝑎 sin 𝐵 =𝑏 sin 𝐴 ∴ 𝑎 sin 𝐴 = 𝑏 sin 𝐵

P1 Chapter 9 :: Trigonometric Ratios

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